What pandemic-related test waiver requests suggest about states’ testing priorities

2021 ◽  
Vol 103 (3) ◽  
pp. 48-53
Author(s):  
Paul Bruno ◽  
Dan Goldhaber
Keyword(s):  
Standardized Testing ◽  
Educational Outcomes ◽  
The United States ◽  
Department Of Education ◽  
Political Support ◽  
United States Department ◽  
Test Results ◽  
Policy Makers ◽  
State Test ◽  
Related Test

The COVID-19 pandemic heightened tensions around standardized testing policy and prompted the United States Department of Education to allow states to request waivers from federal standardized testing requirements. Paul Bruno and Dan Goldhaber describe the waivers that states requested and received, what they suggest about how state test results might be used for different purposes and by different people, and what uses of testing seem to be most salient to policy makers. They conclude with recommendations for policy makers about how to design testing policy that can both improve educational outcomes and maintain robust political support, objectives achieved at best imperfectly by existing testing policy.

Overidentification of English Language Learners for Special Education

2020 ◽  
pp. 191-215
Author(s):  
Penelope Debs Keough
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Department Of Education ◽  
Proposition 227 ◽  
United States Department ◽  
Disproportionate Number

Alarming statistics presented by the United States Department of Education reveal a disproportionate number of students of minority language (English language learners) qualify for special education. As far back as 2007, the DOE recognized there was a concerted effort needed to reduce racial and ethnic disproportionality in racial and ethnic identification, placement, and disciplinary actions for minority students' representation in special education. This chapter will examine and address solutions to prevent the over identification of English language learners in special education specifically in the area of identification. As a further objective, the ramifications of this over representation will be examined, and the authors hypothesize about why the over representation occurs. Confusion over the Unz Initiative (1998, Proposition 227) may have inadvertently led to the over identification. A case study, leading to case law, concludes the chapter.

Common Standards for Online Education Found in Accrediting Organizations

2014 ◽  
pp. 50-76
Keyword(s):  
Online Education ◽  
The United States ◽  
Department Of Education ◽  
United States Department ◽  
Educational Standards ◽  
Online Faculty ◽  
Regional Accreditation ◽  
States Department ◽  
National Accreditation ◽  
Training Professional

Standards for education are established by a number of governing agencies including regional accreditation committees, national accreditation committees, committees on educational standards within colleges and universities, and the United States Department of Education. These standards are long-established and are updated occasionally to reflect the changes in the fields of education. This chapter discusses the standards, as they exist today, in all of the aforementioned accreditation committees. Specifically, this chapter focuses on the educational standards as they currently exist for distance and online education, such as the standards for teacher training, professional development opportunities, and resources for online faculty.

Projects

1996 ◽  
Vol 89 (9) ◽  
pp. 786-787
Author(s):  
Sharon Stenglein
Keyword(s):  
Field Testing ◽  
The United States ◽  
Department Of Education ◽  
United States Department ◽  
High School Geometry ◽  
School Geometry ◽  
Geometric Knowledge ◽  
The University ◽  
Geometry Learning ◽  
Geometry Curriculum

In 1989, the Geometry Learning Project (GLP) of the Curriculum Research and Development Group of the University of Hawaii set out to develop a high school geometry curriculum that effectively supports students' construction of geometric knowledge, carrying out the mandates of the NCTM's Standards documents (1989, 1991, 1995) and other calls for substantive change in the htgh school geometry curriculum. Following seven years of intensive research and field testing, which was funded by the National Science Foundation, the United States Department of Education, and the University of Hawaii, a final set of curriculum materials is being made available for broader dissemination.

The Videodisc: An Educational Challenge

1985 ◽  
Vol 14 (2) ◽  
pp. 91-99 ◽  
Author(s):  
Frank B. Withrow
Keyword(s):  
Elementary Schools ◽  
The United States ◽  
Department Of Education ◽  
Great Promise ◽  
United States Department ◽  
Visual Education ◽  
National Geographic Society ◽  
National Geographic ◽  
Educational Challenge ◽  
The University

This article details videodisc projects in elementary schools supported in part by the United States Department of Education. The development of private videodisc programs for elementary and secondary schools is also discussed. While the author feels that this is a promising technology, he considers it as still in an experimental stage. The Videodisc Interactive Microcomputer (VIM) project supported by the Center for Libraries and Educational Improvement included forty-five elementary schools in seventeen states. The best liked of the forty-five discs supplied to the schools was the “WHALES” disc developed by the National Geographic Society and the University of Nebraska. Developments in both hardware and software make it possible for the average school to purchase off-shelf operating educational programs. Pioneers in the commercial field have been Video Discovery and their bio-science discs, and Video Vision with their space discs. System Impact Incorporated of Washington, D.C. has just introduced a new comprehensive basic mathematics series, and the Society for Visual Education of Chicago, Illinois has introduced a social studies series. Videodisc technology holds great promise for educators at all levels.

scholarly journals Operationalizing and Measuring Personalized Learning in K-12 Schools: Development and Implementation of an Innovation Configuration Map

2021 ◽  
Vol 17 (3) ◽  
Author(s):  
Heather E Arrowsmith ◽  
Gary W Houchens ◽  
Trudy-Ann Crossbourne-Richards ◽  
Jenni L Redifer ◽  
Jie Zhang ◽  
...  
Keyword(s):  
School Districts ◽  
The United States ◽  
Personalized Learning ◽  
Race To The Top ◽  
Department Of Education ◽  
School Level ◽  
United States Department ◽  
Evaluation Team ◽  
K 12 ◽  
Innovation Configuration

In 2012, the United States Department of Education announced the Race to the Top-District grants. One joint award was made to two large educational cooperatives in the same state that together represented 111 mostly rural schools in 22 districts. One of the grant’s identified four essential projects was the implementation of personalized learning. This article describes how the grant’s external evaluation team worked with grantee leadership and school districts to operationalize personalized learning and then develop and implement Innovation Configuration Maps to measure school-level personalized learning environments. Developmental steps, adoption processes, and preliminary school-level results are reported.

scholarly journals Epidemics, Public Sentiment, and Infectious Disease Equity Market Volatility

2021 ◽  
Vol 9 ◽  
Author(s):  
Jinxia Meng ◽  
Qingyi Su ◽  
Jinhua Zhang ◽  
Li Wang ◽  
Ruihui Xu ◽  
...  
Keyword(s):  
Infectious Disease ◽  
The United States ◽  
Equity Market ◽  
Reverse Correlation ◽  
Test Results ◽  
Causality Test ◽  
Policy Makers ◽  
The Public ◽  
Public Sentiment ◽  
The Relationship

Background: This article studies the relationship between the COVID-19 epidemic, public sentiment, and the volatility of infectious disease equities from the perspective of the United States. We use weekly data from January 3, 2020 to March 7, 2021. This provides a sufficient dataset for empirical analysis. Granger causality test results prove the two-way relationship between the fluctuation of infectious disease equities and confirmed cases. In addition, confirmed cases will cause the public to search for COVID-19 tests, and COVID-19 tests will also cause fluctuations in infectious disease equities, but there is no reverse correlation. The results of this research are useful to investors and policy makers. Investors can use the number of confirmed cases to predict the volatility of infectious disease equities. Similarly, policy makers can use the intervention of retrieved information to stabilize public sentiment and equity market fluctuations, and integrate a variety of information to make more scientific judgments on the trends of the epidemic.

simSchool and the Conceptual Assessment Framework

2011 ◽  
pp. 308-322 ◽  
Author(s):  
David Gibson
Keyword(s):  
Classroom Management ◽  
Cognitive Abilities ◽  
The United States ◽  
Department Of Education ◽  
United States Department ◽  
Assessment Framework ◽  
Training Environment ◽  
States Department ◽  
Differentiating Instruction ◽  
Games And Simulations

simSchool is a game-based simulation developed with funding from the Preparing Tomorrow’s Teachers to Use Technology (PT3, 2003) program of the United States Department of Education. The simulation provides users with a training environment for developing skills such as lesson planning, differentiating instruction, classroom management, special education, and adapting teaching to multiple cognitive abilities. This chapter uses simSchool as an example to present and discuss an application of the Conceptual Assessment Framework (CAF) of (Almond, Steinberg, & Mislevy, 2002) as a general model for building assessments of what users learn through games and simulations. The CAF organizes the theories of teaching as well as the inferential frameworks in simSchool that are used to provide feedback to players about their levels of knowledge and abilities as teachers. The framework is generally relevant and useful for planning how to assess gains made by users while playing games or using simulations.

scholarly journals The Demographic Transformation of the Teaching Force in the United States

2021 ◽  
Vol 11 (5) ◽  
pp. 234
Author(s):  
Richard Ingersoll ◽  
Elizabeth Merrill ◽  
Daniel Stuckey ◽  
Gregory Collins ◽  
Brandon Harrison
Keyword(s):  
The United States ◽  
Department Of Education ◽  
Exploratory Research ◽  
Policy Makers ◽  
The Public ◽  
Secondary Teaching ◽  
Education Statistics ◽  
Data Source ◽  
The U.S ◽  
Teaching Force

This article summarizes the results of an exploratory research project that investigated what demographic trends and changes have, or have not, occurred in the elementary and secondary teaching force in the U.S. over the past three decades, from 1987 to 2018. Our main data source was the Schools and Staffing Survey and its successor, the National Teacher Principal Survey, collectively the largest and most comprehensive source of data on teachers available in the U.S. These surveys are conducted by the National Center for Education Statistics (NCES), the statistical arm of the U.S. Department of Education. The results show that the teaching force has been, and is, greatly changing; yet, even the most dramatic trends appear to have been little noticed or understood by researchers, policy makers, and the public. This article summarizes seven of the most prominent trends and changes that we found. The U.S. teaching force is: larger; older; less experienced; more female; more diverse, by race/ethnicity; consistent in academic ability; unstable. For each of the trends, we explore two broad questions: 1. What are the reasons for and sources of the trend? 2. What are the implications and consequences of the trend?

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